MECH ENG 3101 - Applied Aerodynamics
North Terrace Campus - Semester 2 - 2017
General Course Information
Course Code MECH ENG 3101 Course Applied Aerodynamics Coordinating Unit School of Mechanical Engineering Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4 hours lectures/tutorials and 3 hours laboratories per week Available for Study Abroad and Exchange Y Assumed Knowledge MECH ENG 1007, at least 6 units of Level II Applied Mathematics courses and MECH ENG 2021 Course Description The aim of this course is to introduce students to the fundamentals and practical aspects of incompressible and compressible flows and the design and operation of flow systems, including pipe networks, automobiles and flight vehicles. The course content includes: flow of inviscid and viscous fluids; laminar and turbulent flow in pipes and boundary layers; losses in pipe systems; lift and drag forces on moving bodies, aerofoil theory; incompressible-flow machines; fundamentals of compressible flow; 1-D compressible pipe flow; compressible flow nozzles; Rayleigh flow; Fanno flow; external compressible flow around bodies including transonic and supersonic vehicles; design considerations; experimental techniques.
Course Coordinator: Associate Professor Richard Kelso
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course students will be able to:
1 A strong understanding of the fundamental principles of incompressible and compressible fluid mechanics and aerodynamics; 2 Ability to apply these principles to real systems such as pipe flows, automobiles and aircraft; 3 Familiarity with current practice in the areas of fluid mechanics and aerodynamics; 4 A deeper understanding of some aspects of fluid mechanics and aerodynamics; 5 Well developed problem solving and analytical skills; and 6 Understanding of the principles underlying sustainable flow system design.
The above course learning outcomes are aligned with the Engineers Australia Stage 1 Competency Standard for the Professional Engineer.
The course is designed to develop the following Elements of Competency: 1.1 1.2 1.3 1.5 1.6 2.1 2.2 2.3 2.4 3.1 3.2 3.4
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1-6 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1-3, 5, 6
Course notes – these are essential and required.
Munson, B.R., Young, D.F., Okiishi, T.H., Fundamentals of Fluid Mechanics, John Wiley and Sons Inc, 3rd, 4th, 5th or 6th Edition.
John D. Anderson, “Modern Compressible Flow with Historical Perspective”, 3rd Edition, Mc Graw-Hill, 2003.
Learning & Teaching Activities
Learning & Teaching Modes
Lectures supported by problem-solving tutorials developing material covered in lectures
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The required time commitment from the beginning of semester to the end of the final exam is 48 hours attendance at lectures, 48 hours of self directed learning, 3 hours of laboratory work, 40 hours completing assignments and laboratory reports and 40 hours of revising course material and preparing for the exam.
Learning Activities SummaryINTERNAL FLOWS (20%)
- fully developed flow;
- losses and flow behaviour in pipes, ducts, pipe fittings;
- pipe systems and networks;
- flow meters
- calculation of energy loss, flow rates, pipe sizes etc;
- matching of flow systems to turbomachines.
BOUNDARY LAYERS (10%)
- Behaviour and theory of boundary layers
- Laminar and turbulent boundary layers
- Von-Karman momentum integral equation
- Effect of pressure gradient
- classification of turbomachines;
- selection of turbomachines.
EXTERNAL FLOWS (15%)
- aerodynamic forces on streamlined and bluff bodies;
- flow separation;
- lift and drag on wings, including induced drag;
- theory of lift and circulation;
- vortex shedding.
AUTOMOTIVE AEERODYNAMICS (5%)
- Drag and road load
- Vortex structure
- Shape optimisation
INTRODUCTION TO COMPRESSIBLE FLOW (5%)
- Isentropic Processes of Ideal Gases (Review)
- Stagnation or Total Properties
- 1-Dimensional Isentropic Wave theory
- Mach Waves
- Shock Waves
FLOW IN A VARIABLE-AREA DUCT (15%)
- Isothermal-Isentropic Flow
- Isoenergetic, Isentropic Flow of an Ideal Gas
- Mass Flow Relations and Choking
- Flow in a Converging Nozzle
- Convergent-Divergent Supersonic Diffusers
- 1-DFrictional Flow in a Duct (Fanno flow)
- 1-D Flow with Heat Addition Rayleigh flow)
- Aircraft intake systems
EXTERNAL FLOWS (10%)
- Compression and Expansion Waves
- External Flow Patterns
- Lift and Drag
- Linearised theory & compressibility corrections
- Critical Mach number
- Aerofoils in Transonic & Supersonic Flow
- Design Considerations
SHOCK – EXPANSION THEORY (7%)
- Oblique shock waves – wedge flow
- Oblique shock waves – conical flow
- Expansion waves
- Calculation procedures
- Ackeret theory
SUPERSONIC BOUNDARY LAYERS (3%)
- Boundary layer structure
- Effects of Mach number and Reynolds number
- Aerodynamic heating
EXPERIMENTAL APPROACHES (5%)
- Schlieren, Shadowgraph & Interferometry
- Flow Facilities - Wind Tunnels & Shock-Tube Tunnels
Specific Course Requirements
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Weighting (%) Individual/ Group Formative/ Summative Due (week)* Hurdle criteria Learning outcomes Assignments 20 Individual Summative Weeks 2 to 12 1. 2. 3. 4. 5. 6. Laboratory 10 Group Summative Weeks 2 to 12 Min 35% 2. 3. 5. Exam 70 Individual Summative 1. 2. 3. 4. 5. 6. Total 100
This assessment breakdown is registered as an exemption to the University's Assessment for Coursework Programs Policy. The exemption is related to the Procedures clause(s): 1. b. 2.
This course has a hurdle requirement. Meeting the specified hurdle criteria is a requirement for passing the course.
Assessment Related Requirements
All assignments are based on a problem-solving format. In each case a practical problem will be presented and the students will be asked to provide a solution to that problem. The problem format and difficulty are the same as the final exam. Each student’s submission will be assessed primarily on the quality of their approach to the problem. Students are required to state all assumptions used in their solutions, provide appropriate diagrams, and to follow a standard presentation procedure known as the “problem solving protocol”. Approximately 10% of the marks of each problem are awarded for fulfilling these requirements.
This laboratory consists of two parts. The first part is an experimental investigation of the pressure distribution over a wing using a wind tunnel. Students will be required to measure the pressure distribution and use the measured data to calculate the lift and pressure drag on the wing. The second part is an experimental investigation of a commercial pump using a pump testing rig. The students will measure the pressure rise and flow rate through the pump at a range of load conditions, sufficient to construct the pump performance curve. Students are required to submit group reports for each laboratory. Students must have submitted both reports and scored at least 35% overall to be eligible to pass the course. Further details are provided by the laboratory demonstrators.
Individual assignments are to be submitted by each student to the submissions box on Level 2, Engineering South Building. Unless students are otherwise notified, assignments must be submitted by 5.00pm exactly two weeks after each assignment is issued. Submitted assignments must be accompanied by an assessment cover sheet, available from room S116 or near the assignment submission area. Late assignments will be penalised 10% per day. Extensions for assignments will only be given in exceptional circumstances and a case for this with supporting documentation can be made in writing after a lecture or via email to the lecturer. Assignments will be assessed and returned within 2 weeks of the due date, along with a “model” solution prepared by the lecturer. There will be no opportunities for re-submission of work of unacceptable standard. Due to the large size of the class, feedback on assignments will be provided by comments on the returned assignments and general feedback given during the lectures and tutorials.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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